SOCIAL CLASS Flashcards
what did the centre of longitudinal studies find to do with cultural deprivation
by the age of 3 children from disadvantaged backgrounds are already up to one year behind those from privileged homes and the gap widens with age:
- many sociologists argue that this is the result of cultural deprivation - most of us begin to gain the basic values, attitudes and skills that are needed for educational success through primary socialisation in the family
what do cultural deprivation theorists say about cultural deprivation in working class family’s
many working class family’s fail to socialise their children adequately these children will grow up to be culturally deprived and will lack cultural equipment that they need to do well at school so they underachieve
what has language got to do with cultural deprivation
BEREITER AND ENGELMANN:
language used by working class family’s is deficient and describe that this language uses gestures, single words or disjointed phrases
result of wc spoken lang:
- fail to develop necessary lang skills
- incapable of abstract thinking and cant use lang to explain, describe, enquire or compare
what are the two types of speech codes identified by basil bernstein
RESTRICTED CODE:
- typically used by the working class
- limited vocab
- short often unfinished grammatically simple sentences
- speech is predictable and mainly involves only a single word or even just a gesture
- context bound - speaker assumes that the listener shares the same experiences
ELABORATED CODE:
- typically used by the middle class
- wider vocab, and is based on longer grammatically more complex sentences
- context free - speaker doesn’t assume that the listener shares the same experiences and they use language to spell out their meaning explicitly for the listener
how does the differences in different speech codes impact different classes
gives middle class children an advantage at school puts working class pupils at a disadvantage - elaborated speech code is used by teachers and textbooks meaning the middle class pupils are already fluent at this so they feel at home in the school environment
what is one criticisms of Bernstein
his distinction between the classes is over simplified even if there was a clear working class in the 1960s this isnt the case today
what did JWB Douglas’ longitudinal research into the factors influencing education achievement find
- parents interest is the most important to influence education achievement
- middle class parents visited the school more frequently to discuss their children’s progress
- they wanted their children to stay at school beyond the minimum school leaving age
- they gave children greater attention and stimulus during their early years
what are 3 criticisms of Douglas
- working class parents may have less time to visit the school because of the demands of their jobs
- working class parents may be put off visiting the school by the way teachers interact with them
- more middle class than working class children attended a school where there was an established system of parent school contact
whats evidence to support douglas
FEINSTEIN:
- agrees: parents own interest is most important factor affecting children’s achievement
- MC parents tend to be better educated - able to give children advantage by how they socialise them
what does barry sugarman say about lack of parental interest amongst the WC
it links to a WC subculture, it has four key features that act as a barrier to educational achievement
what does barry sugarman identify as the four key features that act as a barrier to educational achievement
- FATALISM:
WORKING CLASS: belief in fate, whatever will be will be, there is nothing you can do to change your status
MIDDLE CLASS: emphasis you can change your position through your own effort
2.COLLECTIVISM:
WORKING CLASS: valuing being a part of a group more than succeeding as an individual
MIDDLE CLASS: an individual shouldn’t be held back be held back by a group - IMMEDIATE GRATIFICATION:
WORKING CLASS: seeking pleasure now rather than making sacrifices in order to get rewards in the future
MIDDLE CLASS: values deferrers gratification, making sacrifices now to get rewards in the future - PRESNT TIME GRATIFICATION:
WORKING CLASS: seeing the present as more important then the future, not having long term goals or plans
MIDDLE CLASS: future time orientation that sees planning for the future as important
what are two criticisms of Sugarman
- he was writing at a time when it was more common for working class children to bring home money for disadvantaged households
- it is now compulsory to stay in education till 18 and lack of job opportunity’s often make it pointless to leave school as soon as possible
what is compensatory education
programmes which aim to tackle the problem of cultural deprivation by providing extra resources to schools and community’s in deprived areas, the intervene early in socialisation process for example:
- sure start
- EMA, pupil premium
what does nell keddie say about cultural deprivation
-cultural derivation is a myth and sees it as a victim blaming explanation
- she dismisses the idea that failure at school can be blamed on a culturally deprived home background
- she says that a working class children aren’t culturally deprived but culturally different
- WC children fail because they are put at a disadvantage by an education system that is dominated by the working class
what is a stat about material deprivation
- according to the department for education in 2012 barely 1/3 of pupils eligible for free school meals achieve a 5 or more at GCSE
how can housing affect a childs education
- overcrowding can have a direct effect by making it harder for the child to study, less room for educational activities, nowhere to do homework, disturbed sleep from sharing beds or bedroom.
- young children’s development may be impaired through lack of space for safe play and exploration, - - family’s living in temporary accommodation may find themselves having to move frequently resulting in changes of schools and a disturbed education
- cold or damp housing can also cause ill health and such health problems will result in greater absences from school
how does a sociologist say poor diet and health affect a child’s education
HOWARD:
students from poorer housing have lower intake levels of vitamins, minerals and energy weakens their immune system meaning that they have more absences from school
why might children from poorer homes have emotional and behaviour issues - what did a sociologist find
WILKINSON:
argues that among 10 year olds the lower the social class the higher the rate of hyperactivity, anxiety and conduct disorders all of which will affect their child’s education
how does poverty act as a barrier to learning
SMITH AND NOBLE;
- pupils may have lack of equipment and may miss out on certain experiences ( transport, trips, books etc).
- pupils from poorer households often need to work to bring money home so many pupils may take up jobs such as babysitting
EFFECT:
their time for school work at home is reduced
what does david bull identify in relation to the cost of education
the things lower class pupils cant afford = the cost of free schooling eg transport, trips and uniform
what are the restrictions on working class choice of university’s and which sociologist identifys this
RAEY:
- wc children are more likely to apply to local university’s so they can live at home and save on a accommodation costs, this tends to mean that they loose access to the best unis
- wc students are more likely to take part in part time jobs to help fund their studies making it harder to gain high degrees
what does pierre bourdieu say about cultural and material factors
they both affect educational achievement and aren’t separate but interrelated
what are the three types of capital bourdieu argue the middle class possess and the working class dont
- CULTURAL CAPITAL:
- language attitudes and knowledge of mc which give them an advantage in education
- through their early socialisation they are able to grasp and analyse complex ideas
- more likely to develop intellectual interests and an understanding of what is required for edu success - EDUCATIONAL AND ECONOMICAL CAPITAL:
- argues: tey can be converted into one another:
for example
middle class children are better equipped with the skills and knowledge required by the education system, similarly wealthier parents can convert their economical capital to educational capital by sending their children to better more costly schools
how does mc pupils cultural capital give them an advantage
MIDDLE CLASS:
- their abilities and interests are highly valued and rewarded with qualifications
- this is because the education system isn’t neutral but favours and transmits the dominant middle class culture
WORKING CLASS:
- it devalues their culture as ‘tough’ and ‘inferior’, - - -
- their lack of cultural capital leads to exam failure
